LEVEL OF SPEECH ANXIETY AMONG STUDENTS:

BASIS FOR INTERVENTION PROGRAM

An Undergraduate Thesis

Presented to the Faculty of Education Department

Ramon Magsaysay Memorial Colleges- Marbel Inc.

Koronadal City, South Cotabato

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education-English

ZYNAV S. FACIOLAN

APRIL 2023
 RAMON MAGSAYSAY MEMORIAL COLLEGES – MARBEL, INC.
Purok Waling – Waling, Arellano Street, Koronadal City, South Cotabato
Tel. No.: (083) 22/ - 2880

COLLEGE OF TEACHER EDUCATION

APPROVAL SHEET

The undergraduate thesis entitled: "LEVEL OF SPEECH ANXIETY AMONF STUDENTS:

BASIS FOR INTERVENTION," prepared and submitted by ZYNAV S. FACIOLAN in partial
fulfillment of the requirements for the degree BACHELOR OF SECONDARY EDUCATION
MAJOR IN ENGLISH, has been examined and is recommended for ORAL EXAMINATION.

NATHANIEL F. BANGOC, PhD

Adviser

________________________________________________________________

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination

CONSES DIANNE P. FAJARTIN, MAEd

Chairman

FERNANDO P. LAGRADILLA, MIM CHRISTINE JOY ILUSTRY, MAEd

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree
BACHELOR SECONDARY EDUCATION MAJOR IN ENGLISH.

JOHNNY S. BANTULO, EdD

Program Director, College of Teacher Education
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ABSTRACT

This study aimed to determine the level of speech anxiety among first-year

students of Ramon Magsaysay Memorial Colleges Marbel-Inc and to propose an

intervention program based on the result of the study. To determine the students’ level

of speech anxiety and the intervention program drawn from the result of the study, the

researcher utilized the evaluation research method. The data was collected from one

hundred thirteen respondents of first-year students of Bachelor of Secondary

Education Major in English, who are officially enrolled at Ramon Magsaysay Memorial

Colleges–Marbel Inc. in the current academic year using random sampling. This study

used a quantitative research design in collecting data. To determine the level of

speech anxiety, the mean was used. Results revealed that the manifestation of speech

anxiety among them was sometimes experienced which is usually elevated heart rate

or fast heart rate. They experienced sometimes anxiety which means it is still

manageable and treatable. The students‟ speech anxiety is also not related to their

academic performance which could mean there are other factors that may be more or

significantly contributory to the students‟ academic performance. With these results,

the study concluded that there is a need to conduct further studies on other groups of

respondents with different profile and locale to determine who need assistance in

terms of speech anxiety. Recommendations were made after making this study:

teachers need to attend seminar workshops on how to effectively facilitate the

communicative activities that will measure the students' speaking performance.

Keywords: speech anxiety, level, intervention program

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TABLE OF CONTENTS

PRELIMINARIES Pages

TITLE PAGE i

APPROVAL SHEET i

ABSTRACT ii

TABLE OF CONTENTS iii

APPENDICES v

ACKNOWLEDGEMENT vi

DEDICATION vii

CHAPTER

1 INTRODUCTION

Rationale 1

Research Objectives 2

Significance of the Study 2

Scope and Delimitation 3

Definition of Terms 4

Conceptual Framework 5

Review of Related Literature 5

2 METHOD

Research Design 19

Research Locale 19

Respondents and Sampling Technique 20

Research Instrument 20

Data Gathering and Procedure 21

Statistical Tools 21

Ethical Considerations 21
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3 RESULTS

Results 21

4 DISCUSSIONS

Conclusion 31

Recommendations 31

REFERENCES

References 32
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APPENDICES

A. Letter to the Validators 33

B. Validation Sheet for the Research Questionnaire/Developed Materials 36

C. Research Questionnaire/ Developed Materials 39

D. Letter of Permission to Conduct Study 41

E. Letter of Permission to Conduct Study 42

F. Letter of Request to Conduct Study

G. Certificate of Appearance 43

H. Grammarian’s Certificate

CURRICULUM VITAE 45
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ACKNOWLEDGEMENT

The researcher would like to express his heartfelt gratitude to the following individuals

who supported and assisted her in accomplishing this study.

The researcher would like to express her profound appreciation to his adviser,

NATHANIEL F. BANGOC II, MAEd, for his untiring guidance, motivation, and undying support

during her study.

To the panel of examiners and questionnaire validators CONSES DIANNE P.

FAJARTIN, MAEd, LPT, CHRISTINE JOY ILUSTRY, MAEd, and FERNANDO P.

LAGRADILLA, MIM, and MARK GIL LABRADOR, MST, who shared their knowledge and

professional expertise which led to the accomplishment of the study.

The respondents are first-year students of Ramon Magsaysay Memorial Colleges MI, for

their support, cooperation and time in terms of providing her with all the needed information for

the completion of her study. In addition, he would like to thank his family, friends, and

classmates for their moral support and financial support, love, and understanding.

All those unnamed individuals near his heart for their support and words of

encouragement and wisdom helped him pursue and finish this study.

Above all, I need to thank God my pillar of strength. You never ceased to continue

blessing me.

ZYNAV S. FACIOLAN
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DEDICATION

To Jesus Christ, our God, and Savior, for providing me the wisdom, strength, support, and

knowledge I needed to explore things, for guiding me through all of the hardships I faced, and

for giving me the determination to pursue this study and make it possible. Whatever has been

accomplished and whatever the result of all efforts, there is a great source of all work,

struggle, guidance, and gracious favors without whom this mission would have been

impossible. To my dear mother MARGIE S. FACIOLAN, my grandparents NINFA S.

DULLANO and FELECITO D. SALADERO, and my sister ZYDIE S. FACIOLAN, for their moral

support, financial aid, and spiritual guidance on every road the researchers follow.

I am grateful enough to have you all.

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CHAPTER 1

INTRODUCTION

Rationale

When required to speak in front of a group, most people experience some degree of

speech anxiety; for many, public speaking is their greatest fear. From a mild case of the

"nerves" to virtually paralyzing fear, speech anxiety can take many different forms. Even

seasoned speakers face stress when giving a speech or a presentation. The presenters who

appear at ease and certain have just mastered the art of managing their anxiousness and

utilizing it to their advantage.

In Indonesia, a study by Sulastiana (2018) found that 82.5% of students experienced a

moderate fear when speaking English in public speaking classes. This study revealed that

students' anxiety negatively impacted their performance in public speaking class, such as

forgetting their speech and disarranging their speech preparation, feeling confused, and often

breaking off their address, making them uncomfortable speaking English in public speaking

class. Moreover, public speaking is a commonplace encounter by several people, including

students in a specific case, and becomes one of the barriers students experience in their

academic process (Pratama, 2018). Therefore, they cannot actively share their ideas and

opinions loudly due to fear of making mistakes, negative evaluation, and minimum

preparation.

The researchers used the Public Speaking Class Anxiety Scale (PSCAS) proposed by

Yaikhong and Usaha to collect data on public speaking anxiety levels (2021). Furthermore, the

questionnaire results are delineated to investigate the causes of public speaking anxiety. The

study shows 58.8% of students have moderate public speaking anxiety. Again, most students

agreed that fear of negative evaluation is the most anxiety-provoking factor, followed by

communication apprehension and test anxiety—lastly, only nearly half of the students feel

comfortable speaking English.

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At Polytechnic Colleges (CSPC) in Camarines Sur, one of the tertiary schools in the

Philippines, many students suffer from anxiety. During the first semester, a teacher-researcher

taught Speech and Oral Communication to Engineering students and noticed that most of his

students were afraid of speaking in front of the class during recitations and oral

communication drills. This led to low scores on assessments. Before the semester ended, the

teacher-researcher conducted a small group discussion and found out that these students had

not been exposed to public speaking activities in their previous years, which made them feel

inferior in using the English language.

Considering the facts presented, the researcher feels the importance of conducting a

thorough investigation and data gathering to identify the level of speech anxiety among senior

high school students: basis intervention program.

Research Objectives

This study aimed to determine the level of speech anxiety among students: basis

intervention program at Ramon Magsaysay Memorial Colleges- Marbel Inc. School Year 2022-

2023.

1. to assess the level of speech anxiety among students

2. to propose an intervention program based on the result of the study

Significance of the study

The findings of the study will be beneficial to the following:

Administrators. The study results will be helpful in planning and redirecting strategies for

coping with anxiety in speech among students. Also, this research can be their guide or basis

for creating an intervention program that promotes positive motivation in individual students.

Teachers. The results of this would aid the faculty members from Ramon Magsaysay

Memorial Colleges of Marbel on how they handle and how they may be of help to students

who have speech anxiety.

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Students. The results from this study would significantly help the students at Ramon

Magsaysay Memorial Colleges of Marbel in conquering their anxiety about speaking in public.

Parents. This study will significantly help them be aware of their students' development in

terms of their level of speech anxiety. This study will serve as their guide in supporting the

needs of their children.

Researchers. This study will give them knowledge and understanding about speech

anxiety. Also, it will help them develop as students in the future.

Future Researchers. This study can serve as a reference for those who wish to look into

the same topic. Also, they may find a specific interrelation in the data or the results in this

study with the information stated in their research project and include this in their related

literature.

Scope and Delimitation

This study was conducted at Ramon Magsaysay Memorial Colleges-Marbel Inc.,

located at Purok Waling-Waling Arellano Street, Koronadal City. The research was only

focused on the level of speech anxiety. To evaluate the level of speech anxiety, a survey

questionnaire was given to the first-year BSED-ENGLISH students. Based on the data

gathered from the school registrar, there was a total population of two-hundred thirty-three

(233) first-year BSED-English, who are officially enrolled at Ramon Magsaysay Memorial

Colleges – Marbel Inc. in the first semester period in 2022-2023. However, the respondents

were determined using the Slovin Formula, which has one-hundred thirteen (113)

respondents.

Definition of Terms

For clarity and better understanding, the terms used are now defined operationally about

the problem of the study:

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Anxiety. Conceptually, it refers to a subjective sensation of tension, trepidation,

nervousness, and worry caused by autonomic nervous system arousal (Fitria, 2018).

Operationally, it is a reaction that can be felt by the students whenever they are meant to

speak in public.

Intervention Program. Conceptually, it refers to an intervention curriculum designed to

achieve a result. The program is the intervention strategy used to complete the program's

goals, and the interventionist executes the techniques to fulfill the program's agenda (Azagra,

2022). Operationally, it is a treatment method used by the mental health community and

utilized in several ways to better the situation of individuals who have become dependent on

various substances or activities

Level. Conceptually refers to the relationship between the numeric values of a variable

and the characteristics that those numbers represent (Dumdum, 2019). Operationally, it is the

quantity, magnitude, or category of the independent variable (or variables) being studied.

Students. Conceptually, it refers to persons engaged in or dedicated to pursuing

knowledge, especially in a particular subject area, or persons interested in a specific subject or

field (Merriam-Webster Dictionary, 2019). Operationally, based on the data gathered from the

school registrar, there was a total population of two-hundred thirty-three (233) first-year BSED-

English who are officially enrolled at Ramon Magsaysay Memorial Colleges – Marbel Inc. in

the first semester period in 2022-2023. However, the respondents were determined using the

Slovin Formula, which has one-hundred thirteen (113) respondents.

Speech Anxiety. Conceptually, it refers to nervousness, dread, and concern that people

experience before, during, or after public speaking (Sawchuk, 2018). Operationally, it is a

slight feeling of “nerves” to a nearly incapacitating fear.

Conceptual Framework

Figure 1 shows the conceptual framework of the study. It consists of the input and

output variables. The input variable consists of the level of speech anxiety among 1st year
 5

BSED-ENGLISH students of Ramon Magsaysay Memorial Colleges. The output variable

pertains to the basis intervention program.

INPUT

Level of Speech Anxiety among

1ST Year Students

OUTPUT

Basis Intervention Program

Figure 1. Conceptual Framework of the Study

Review of Related Literature and Studies

Definition of Anxiety

Along with it, Generales (2020) introduced the idea of the Philippine culture of inferiority,

which causes students to feel as though their knowledge and proficiency in English are

inadequate compared to native speakers, leaving them uneasy about their speaking ability. A

second language student who experiences inadequacy develops a stressed mindset that

could result in anxiety. The way ESL students interpret the speaking settings can be attributed

to their prior encounters with related circumstances and called the concept of perceptual

consistency. Initial impressions and previous experiences stick around and affect current

comprehension.

Sağlamel (2018) states that speaking in a second language can cause anxiety, which is

prompted by situational anxiety. Many pupils find it challenging to communicate in English in

the classroom. They may lack lexical resources when sharing their ideas, lack confidence in

using spoken grammar, or their facilitators may respond critically to their comments.
 6

Furthermore, an individual's educational and financial background and social and cultural

variables might all contribute to speaking anxiety among undergraduate English majors. Many

students from various backgrounds attend the public sector university in Karachi and are

admitted on quota.

Javaid (2018) the most frequent causes of speaking anxiety include fear of failure, lack

of experience, poor preparation, lack of confidence in one's physical appearance, concern

over criticism from the audience when one's performance is less than perfect, anxiety over low

self-esteem, and fear of the audience's disinterest. Speaking anxiety, also known as

communication apprehension, occurs when speaking, especially in front of an audience.

Indicated that pupils' anxiety levels can rise when required to accomplish an oral activity.

Speaking anxiety, English for communication anxiety, reading anxiety, listening anxiety,

teaching-learning anxiety, writing anxiety, and evaluation anxiety are some factors that affect

anxiety. Giving oral presentations and performing in front of other students have been reported

to be two of the most anxiety-provoking situations.

Berowra (2018), the outcomes of this study's respondents from various year levels

regarding English language anxiety are comparable. No matter their academic rank, all the

kids reported neutral linguistic anxiety. The level of anxiety toward learning a foreign language

tends to increase as students progress to advanced levels because they may fear the

possibility of being negatively evaluated more strongly by their teachers and peers than the

students in the lower levels. These findings are inconsistent with previous studies that show

an increase in anxiety as the learner advances to higher levels of analysis. The pupils'

language concern in foreign languages increased from preparatory to grade four, according to

the same line of reasoning that was put out. According to these findings, the rise in language

anxiety among students as they advance to higher year levels is related to the idea that their

increased proficiency in English may raise their likelihood of identifying speaking blunders that

will increase their anxiety.

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Amogne & Yigzaw (2018) the emergence of communication apprehension is not limited

to a single phenomenon; instead, it is situational and varies from person to person. Most EFL

students experience anxiety about oral communication because they lack knowledge of the

target language's vocabulary, grammatical structure, and pronunciation. For example, many

EFL students fear to stand out or participate in conversational sessions because they believe

they need to improve in the target language. This lengthy procedure makes individuals fearful

of engaging in conversation. They continue their efforts to acquire the target language and

attempt to converse with people they feel at ease with. On the other hand, they can pick up

the intended language, English.

Raja (2018) these issues can act as roadblocks to attaining one's goals, which may be

both personal and professional; as a result, speakers need to strengthen their public speaking

abilities to increase their confidence.

Kankam (2019) believes the nervousness typically accompanies a speaking

engagement is situational and personal. This work aims to emphasize the role of lecturers in

minimizing speech-related fears and their attendant effects on students' academic and

professional performances, even if this study is not the first to focus on this topic. It was

discovered that situational anxiety, rather than personal anxiety, is the leading cause of

speech-related anxiety. The study found that when given a speech-related activity in class,

pupils got extremely nervous out of fear of receiving a poor grade. The study discovered that

this could harm students’ academic and professional success. Most importantly, the study

demonstrated the importance of lecturers in fostering a welcoming environment that

encourages interaction and leads to successful learning results.

Moneva (2020) states that students will inevitably experience anxiety, especially while

giving an oral recitation in class. Anxiety is one of the biggest problems that students run into

and face when it comes to language. Students' lack of confidence was one of the critical

causes of their anxiety when speaking in front of an audience. Language anxiety results from
 8

various circumstances, including fear of making mistakes, self-doubt, vocabulary and speaking

challenges, cognitive issues, teachers' involvement, and a lack of knowledge and

preparedness. Most students experience anxiety when speaking, writing, reading, and

listening in class, which can impact their academic performance.

As Omar (2022) explained, the recent history of anxiety research in the realm of

language learning has been significantly influenced by the findings of two critical studies. First,

it was shown that early anxiety perspectives produced wildly inconsistent results regarding the

relationship between anxiety and proficiency in a second language. The irregular and mixed

results are due to various anxiety assessments and conceptualizations of anxiety. Stated that

ambiguous experimental findings can be reconciled if a distinction is made between enabling

and crippling worry. Facilitating anxiety occurs when the difficulty of the activity causes the

proper level of anxiety. While some concern may be healthy, excessive anxiety can have a

crippling effect and cause people to avoid their jobs or perform their jobs ineffectively.

Level of Speech Anxiety

Through an analysis by Villanueva (2018), most pupils selected the General Academic

strand study on the career preferences of Polillo National High School Grade 10 students

because they wish to pursue a college degree. Due to a lack of career preparation, they are

still deciding what career to date. More specifically, the General Academic strand, with an

average weighted mean of 3.48, and Bread and Pastry Production in the Home Economics

strand, with an average weighted mean of 3.24, are both verbally interpreted as "Highly

Preferred" based on the ranking of preferences in different tracks/strands of senior high

school. As a result, the school mentioned above only provided two programs. As a result,

respondents who attended Polillo National High School appreciate having access to media

and technology to learn and develop their communication abilities. They were, therefore,

exposed to more speech-related academic activities.

 9

The study focused on using the Foreign Language Classroom Anxiety Scale (FLCAS),

which assesses students' anxiety levels as they learn English in a classroom setting. The

survey respondents were senior high school students in Maguindanao Division, Philippines,

who were in Grade 12 and attending one of the chosen public schools. The study employed a

descriptive-correlational survey method. The results demonstrate that senior high school

students in the Maguindanao Division do have speaking anxiety when speaking English and

that their degree of anxiety when studying English is significant. It is further concluded that

students' success in learning English was influenced by their anxiety when speaking English in

terms of inter-language phonology, inter-language grammar, and inter-language meaning

systems (Untong, 2021).

In addition to that, Marcial (2018) one of the study conclusions was that the learners'

prior travel experiences abroad may have increased their level of anxiety in the classroom.

Their participants who had previous experience using English abroad reported less

nervousness, which increased their self-confidence and improved their academic

achievement. The factors revealed the students' verbal fluency, their training and exposure to

the English language, and their prior negative experiences when English was used in

conversations outside of class and various activities that required communication inside the

class. These factors contradict what the speech communication students believe the causes of

communication anxiety to be. On the other hand, others frequently suffer anxiety due to past

unpleasant events, such as being made fun of by others, receiving critical remarks from

teachers in front of students, being the target of jokes, and other similar occurrences.

Özer (2021), a quantitative research approach, was used to better understand learners'

language enjoyment and anxiety levels and the drivers of those emotions. The study included

233 fifth-grade pupils from a secondary school. The findings revealed that individuals have

higher satisfaction and mild anxiety when learning a language. Gender differences did not

appear to alter participants' anxiety or enjoyment levels. There was a substantial difference
 10

between the three achievement groups for worry and enjoyment. In additional research,

language anxiety was the strongest predictor of language enjoyment.

Joy (2019) evaluated the extent of test anxiety among second language learners

before, during, and after tests. According to the findings, the pre-test stage was second in

terms of anxiety-inducing steps. The post-test phase caused the least amount of concern.

Surprisingly, every participant in this survey stated that their lecturers had not assisted them in

managing their exam anxiety.

Croston (2019) claimed that people frequently fear being judged or rejected by an

audience or group when they are there. These factors help explain why most research

participants identified their fear of rejection or humiliation as the one that most influenced their

aversion to public speaking.

Harutunian (2019) it's crucial to recognize the distinction between speaking in front of a

group of people and interacting with that group when evaluating the factors that contribute to

nervousness when speaking in front of others. The terms "performance anxiety" (PA) and

"interaction anxiety" (IA) refer to these two categories, with performance anxiety being defined

as "anxiety while being observed or analyzed." "Anxiety during pair and group interactions" is

what interaction anxiety means. Despite being connected within the characteristics of social

anxiety, these two ideas are separate.

Speaking anxiety and academic success are closely linked; most prior research

discovered that speaking anxiety can adversely affect student performance. Educators have

studied various of the phenomenon's components and found evidence that anxiety negatively

affects L2 oral performance (Papi, 2021).

Weissman (2018) elucidates why speakers speak more quickly when speaking to the

audience. He claims that the pressure on the audience is most significant when a presenter is

in front of a circumstance, causing an adrenaline rush, which causes a time warp and causes

the speaker to speak quickly. He continues by saying that this could employ breaks and
 11

lubricants to overcome, which gives more time for both the speaker and the listener to process

the material long enough to construct another sentence.

Glossophobia, or a person's fear of speaking in front of others, is a regular occurrence

among students. The current study investigates the causes of glossophobia in ESL students at

Dr. Hilla Limann Technical University in Wa, Upper-West Ghana. The study suggests that

lecturers use an interactive approach with the proper communication tactics to encourage

positive attitudes and foster the ideal environment for building students' confidence to assist

students in overcoming that phobia. Aside from encouraging regular individual oral

presentations in class, lecturers can organize seminars on public speaking techniques so that

students can practice and cultivate a favorable attitude toward speaking in front of groups

(Owusu, 2021).

This experimental study examines how classroom interactions and anxiety affect

students' ability to speak English. The results showed that: first, anxiety had an impact on how

well students spoke English; second, classroom interactions had an impact on how well

students spoke English; nevertheless, there was no interaction between anxiety and

classroom interactions on students' English-speaking performance (Kodri, 2018)

The researchers utilized the Public Speaking Class Nervousness Scale (PSCAS) to

gather information on the severity of their participants' public speaking anxiety. The

questionnaire's responses are also broken down to examine the root reasons for stage fright.

According to the study, 58.8% of students had moderate anxiety about public speaking.

Additionally, most students concurred that anxiety is mainly brought on by a concern of

receiving a poor grade, followed by communication anxiety and exam anxiety. Finally, only

around half of the students reported feeling at ease when speaking English (Sugiyati, 2021).

Fasano (2019), who discussed his speaking experiences, said planning and drafting a

presentation takes time. He described two of his experiences with public speaking in one of

his writings; the first was one he worked very hard and studied a lot for, while the other was
 12

one he threw together at the last minute. He emphasized a critical distinction between the two:

the former allowed the audience to take pleasure and learn crucial information, while the latter,

on the other hand, failed to do either and merely managed to convey very little, if any,

information. Because of this, the success of a person's presentation depends significantly on

their practice and preparation before giving their speech. In addition, both aid in lowering a

speaker's concern over inadequate preparation and fear of making mistakes, two potential

causes of public speaking anxiety. Most respondents chose "preparing oneself before his or

her speech" and "practicing one's speech multiple times" as two of the three strategies they

believe are most helpful in overcoming their fear of public speaking, which may be the case.

Students and Anxiety

In addition, Mascud's (2022) study described the anxiety in speaking English among

Notre Dame Midsayap College students. There are three (3) types of speaking English

anxiety: (a) public speaking, (b) oral recitation, and (c) conversational interaction. The

collected data was examined using a statistical program, which included functions such as

frequency, percentage distribution, weighted mean, and T-test. This study discovered that,

among the three (3) areas of speaking English fear, students exhibit the most worry in public

speaking. In oral recitation, students show evident signs of anxiousness, such as sweating

hands. They are also concerned about how they pronounce English. This study also indicated

no significant variation in anxiety when speaking English based on gender.

Pontillas (2021) states that regardless of vocation, everyone should be able to

communicate in various settings effectively. To contribute to this subject, the researcher used

a correlational research design to ascertain the connection between the educators' oral

communication abilities and speaking anxiety. The study used 25 teachers from the various

departments of the College who participated in the study, which was conducted at Camarines

Sur Polytechnic Colleges. The researcher discovered that exposure, personal experiences,

and environmental factors affected their speaking abilities and anxiety. The researchers
 13

advise the organization to implement intervention programs for instructors to enhance their

oral communication abilities. Additionally, universities that offer undergraduate degrees in

education should expand their offerings of communication courses.

In the study conducted by Azagra (2018), "Speech Anxiety and Academic Performance

in Oral Communication Context among Grade 11 Students of Polillo National High School:

Basis for an Intervention Program," there are three aspects of oral communication that

students should learn since they are essential to the growth of their abilities. These include

listening—students must pay attention to what their teachers, classmates, and oral renditions

of texts say. Students must be able to interact with others using appropriate language, clarity,

and strategies that emphasize or help express meaning and emotions, Reflecting, and

speaking. Students must find meaning in texts and vocal methods, respond appropriately

when conversing, understand and interpret the content of texts or points of view, and

demonstrate critical thought.

The respondents acknowledged that, despite wanting to learn to speak in English, they

are terrified of making mistakes while speaking in English and, consequently, being laughed at

when they do. It could be one of the reasons why, despite the researcher's in-class application

of the "Speak in English" guideline, students have trouble adhering to it. In reality, persuading

pupils to respond in the classroom is a challenge most ESL teachers encounter. Students' lack

of confidence and fear of making mistakes and getting teased are blamed for their hesitation.

As a result, when their teacher called on them to speak, the kids were reluctant to do so in

front of the entire class and said inaudibly (Canceran 2018).

Sari (2018) discusses anxiety as a factor in studying EFL. The research revealed that

communication fear was the anxiety element that most frequently surfaced and prevented

pupils from speaking English in front of the class. Students' anxiety about communicating

caused them trouble speaking clearly and smoothly. When they realized the teacher would

ask them to talk in English in front of the class, the students also experienced weird internal
 14

disturbances, including shaking and a racing heart. The results also showed what kind of

nervousness they experienced and how worry influenced their performance. This essay's main

goal was to examine different types of anxiety and provide ways to cope with them.

Utilizing language learning methodologies helps students reach their learning

objectives. An investigation into the language learning methods used by 164 college students

in Korea who are studying English. He discovered that both practical and less effective

learners typically utilize listening strategies to aid in listening comprehension, with some

similarities and variations between the two groups. A comparison of effective and poor

language learning strategies was conducted in the hunt for a practical language learner. Hong

Kong undergraduate university students who participated in the study as responders were.

The respondents were divided into groups according to their learning efficacy. Their research

concluded that communicative learning is the most common form, followed by analytical and

authority-oriented learning. The two types of less successful language learners, on the other

hand, are communicative and authority-oriented. However, it should be highlighted that in this

instance, the authority-oriented are outpacing the communicative ones (Cabansag, 2020).

This study corroborated previous findings that medical students experience significant

anxiety. This is consistent with other studies that have shown comparable results. Females

are more likely to succumb to this worry, which is also a well-known observation, and an

overwhelming majority of researchers have gathered enough evidence to prove this. Various

justifications have been advanced to support female supremacy in this situation. Some include

females' proclivity to exaggerate physiological and psychological symptoms, increased stress

due to self-expectation and a sense of incompetence, and exaggerated concerns about the

volume and complexity of the content they had to cover. During exams, the majority of medical

students suffer some level of anxiety. According to the findings of this study, ladies experience

higher anxiety levels than males. It also emphasizes that intellectual, psychosocial, and

lifestyle issues contribute to exam anxiety (Nazir, 2019).

 15

Problems with speech can prevent someone from being able to talk. Poor academic

performance has several significant contributing factors, including linguistic issues. These

issues could impede the pupils' capacity to develop and advance their speaking skills. The

kids' weak grammar, vocabulary, and pronunciation are the leading causes of their speaking

difficulties. These issues fall under linguistics issues (Said, 2022).

Giray (2022) purposive sampling was also used to collect data from 37 college students.

The data was then evaluated using thematic analysis. Four themes emerged: (1) a lack of

linguistic skills, (2) personal insecurities, (3) judgment of others, and (4) negative influences on

performance and being. Students are encouraged to concentrate on their English language

skills challenges and find ways to improve by practicing, listening openly to constructive

criticism, and developing self-esteem. Meanwhile, college teachers are urged to create a

psychologically safe environment where mistakes are viewed as a learning opportunity, refrain

from making derogatory remarks to students, and conduct organized and relevant class

sessions.

Before encouraging themselves to speak in front of the class, students often put up

barriers and prefer to experience the teacher's explanations. To put it another way, pupils are

reluctant to use English. The most challenging talent is said to be speaking. According to

research, students' speaking abilities are influenced by various characteristics, including

motivation, anxiety, and self-confidence. Anxiety is a state of mind in which one feels uneasy,

uneasy, and bewildered. When students are nervous, they sometimes hesitate to speak and

may even be terrified of making mistakes. This circumstance would impact the consistency of

the pupils' speaking performances. It is also proven that when speaking in English, pupils

experience speaking issues like anxiety, nervousness, worry about making mistakes, and

feelings of shyness (Irzawat, 2020).

Further, Acibar (2020) suggests that for students to feel comfortable and participate

actively in class activities, teachers need to become knowledgeable of the anxiety that
 16

students experience. To plan lessons, activities, and learning materials that will enable

students to participate in all classroom-based learning activities, teachers must also

thoroughly understand the types of anxiety that students experience. Additionally, teachers

engage pupils in enjoyable lessons and stimulating learning activities to lessen their worry.

Masangya (2019), in his study "Comparison Research on the Language Anxiety of

Filipino ESL and EFL Learners" from two (2) Philippine universities, identifies linguistic anxiety

in both groups of learners and explores the sources and repercussions of these fears. The

study included 40 respondents, including 20 ESL and 20 EFL students. The findings revealed

that Filipino ESL students have a neutral level of language anxiety, with a fear of unfavorable

evaluation in low self-perceived linguistic proficiency. In the case of EFL students, they

reported no level of language anxiety. Finally, both groups stated that they were accountable

for their language concerns.

Comparatively, Pabro-Maquidato, (2021), in his study “The Experience of English

Speaking Anxiety and Coping Strategies: A Transcendental Phenomenological Study," from

their perspective, their understanding of preparation that gives the pupils plenty of time to

complete prereferral duties. This allows the pupils to plan out their message and how they will

present it. However, for most worried ESL students, relaxation is another factor that can be

pretty beneficial. When students feel confident in their surroundings, remaining calm and

putting extra effort into their language learning is more manageable. While encouraging

students to make mistakes in their second language and showing a teacher a positive mood

are two ways to outsource external motivation, positive thought is also incredibly influential.

When inspiration is created, self-confidence is also sparked.

Additionally, it was discovered that having a favorable attitude toward English may

encourage students to recognize its significance and learn it as a required topic in the

Temporal (2018) study, "Attitude of Grade 12 SHS Academic Tracks Students Towards

Speaking in English" the concept of attitude is regarded as being crucial to language learning.
 17

Therefore, learning a language should be based on a positive attitude. It is crucial to research

each learner's personality. Because of this, language study should consider the effective

perspective, especially attitude.

Synthesis

Foreign and local literature and studies have similarities and differences in how the

authors' studies view the level of speech anxiety among students: the basis for an intervention

program. In addition, this study could provide teachers with information on how to help

students—experiencing speech anxiety- become holistically developed 21st-century learners.

They could see that they play a crucial role in developing collaboration schemes involving

parents and communities to help students meet curriculum expectations and develop

communication skills over their lifetimes. Teachers should also align their learning strategies

with students' interests and abilities to recognize signs of speech anxiety. Satisfaction,

competence, and pride could be brought about by the results of this study’s recognition in the

teaching profession. It could have been a source of information concerning small studies on

speech anxiety and its relationship with students' academic performance. Future researchers

dealing with a similar topic could also benefit from this study.

Theoretical Framework

The issue of anxiety during oral communication has been one of the most difficult

challenges the discipline of speech communication has encountered since its inception. The

20th century's top four psychiatrists have provided insight into performance anxiety. They

provided distinctive strategies for dealing with speech anxiety in their books, presenting

perceptions that, to differing degrees, apply to everyone. These numerous thoughts served as

the foundation for the current investigation.

As per Vygotsky's (1934) theory, learning is heavily influenced by the social

interactions in the classroom. High levels of English language anxiety can lead to withdrawal

from these interactions, which can be detrimental to the learning process. Therefore, teachers
 18

and administrators must identify students with high anxiety levels before the mainstreaming

process begins to provide them with proper support and help them overcome their anxiety.

By the theory, there are two primary types of learning: communicative and

instrumental. Instrumental learning emphasizes learning through task-oriented problem-

solving and the identification of cause-and-effect correlations. Communication of needs,

wants, and feelings is key to communicative learning.

 18

CHAPTER II

METHOD

This chapter concentrates on the discussion of the research methods and procedures

adhered to by the researcher to answer systematically the specific questions posed for

investigation. Specifically, the research design, research locale, respondents of the study,

research instruments, data gathering procedures, and statistical treatment of the data used for

accurate data analysis and interpretation were explained in this chapter.

Research Design

To determine the students' level of speech anxiety and the intervention program drawn

from the result of the study, the researcher utilized the evaluation research method.

Evaluation research, sometimes called program evaluation, refers to research's

purpose rather than any specific research methods. Evaluative research evaluates a product

or concept and collects data to help improve your solution. Its purpose is to assess and

improve interventions and programs' conceptualization, design, planning, administration,

implementation, effectiveness, efficiency, and utility (Rossi, 2019).

Research Locale

This study was conducted at Ramon Magsaysay Memorial Colleges- Marbel Inc,

located at Purok Waling-waling Barangay Zone II, Arellano Street, Koronadal City, Province of

South Cotabato, 9506, Philippines. The school was created in 2008 and is known to be the

"Home of the Best." The school offers different courses like Bachelor of Elementary Education

major in General Science, Bachelor of Secondary Education major in English, Science,

Filipino, Physical Education and Mathematics, Bachelor of Science Business Administration

Major in Human Resource Management, Bachelor of Library Information Science, Bachelor of

Science Customs Administration, Bachelor of Science Information

 20

Technology, Bachelor of Science in Social Work, Bachelor of Arts in Sociology and English,

Bachelor of Science in Accountancy, Bachelor of Science in Accounting Information Systems,

and Associate in Computer Technology.

Research Respondents and Sampling Technique

Based on the data gathered from the school registrar, there was a total population of

two hundred thirty-three (233) 1st Year BSED-English who are officially enrolled at Ramon

Magsaysay Memorial Colleges – Marbel Inc. in the first semester period in 2022-2023.

However, the respondents were determined using the Slovin Formula, which has a total

number of one hundred thirteen respondents (113). The researcher used random sampling.

Moreover, according to Thomas (2020), a part of the sampling technique in which

each sample has an equal probability of being chosen. A random sample is meant to be an

unbiased representation of the total population.

Research Instrumentation

To determine the level of speech anxiety of first-year students in Ramon Magsaysay

Memorial Colleges of Marbel for the Academic Year 2022 –2023, the researcher used a

questionnaire through Google Forms to gather the respondents' information. The

questionnaire was modified and adopted by the researcher. The authorized validators also

validated it: Mr. Fernando Lagradilla, MIM, Mr. Mark Gil Labrador, MAEd, and Ms. Emilyn W.

Kuyan, LPT.

The questionnaire was about the level of speech anxiety. Adopted from the speech

anxiety and academic performance in oral communication in the context discussed by Azagra

(2018). Speech anxiety is the feeling of nervousness, dread, and concern that people

experience before, during, or after public speaking. Speech anxiety is far more than stage

fright in speech classrooms, school assemblies, and drama productions. It is a pattern of

anxiety established often in the elementary grades, which can profoundly affect much or all of

a student's oral communication, social skills, and self-esteem. Speech anxiety is a common
 21

phenomenon among students that language teachers must address to ensure educational

success. Moreover, the questionnaire used is a Five-Point Likert scale with 5 Always, 4

Frequently, 3 Sometimes, 2 Seldom, and 1 Never.

Data Gathering Procedures

In conducting the study, the researcher wrote a formal letter to the dean of the

education department to ask permission to conduct research. In this way, the researcher

explained the study's objective to the students and distributed the questionnaires through

Google Forms to be answered at their convenience. Thus, the answer of the respondents was

recorded and tallied. In line with this, it served as a basis for the data and was interpreted with

utmost confidentiality.

The research focused on the participants' answers from the prepared set of questions.

Statistical Tool

This is the tool that was used in identifying the results of findings and discussions in the

study:

To determine the level of speech anxiety, the mean was used.

Ethical Consideration

Following pandemic protocol, the researcher used an online platform via messenger

and Google to avoid being in a crowded area and becoming infected with the COVID-19 virus.

For the duration of the study, ethical guidelines were implemented. The respondent has the

right to withdraw at any time. Their identity and information will be kept private, and any

information gathered from them will be acknowledged and reported appropriately. The

researcher should take their time in selecting a response and always respect and protect the

dignity and safety of study participants.

 Chapter III

RESULTS

This chapter presents, analyzes, and interprets the data gathered in the study. The

study's findings discussed in this chapter include the results on the level of speech anxiety

among students and the proposed intervention program from the result of the study.

Table 1.
LEVEL OF SPEECH ANXIETY AMONG STUDENTS
STATEMENTS Mean Description
1. While preparing for a speech, I feel tensed and nervous. 3.37 Sometimes
2. I feel tense when I see the words “speech” and “public speech” on a 3.26 Sometimes
course outline when studying.
3. When the instructor announces a speaking assignment in class, I can 3.27 Sometimes
feel myself getting tensed.
4. I get anxious when I think about a speech coming up. 3.32 Sometimes
5. I constantly fear forgetting what I am prepared to say. 3.39 Sometimes
6. I feel anxious when the teacher announces the date of a speaking 3.27 Sometimes
assignment.
7. When I make a mistake while giving a speech, I find it hard to 3.31 Sometimes
concentrate on the parts that follow.
8. During an important speech I experience a feeling of helplessness 3.31 Sometimes
building up inside me.
9. I have trouble falling asleep the night before a speech presentation. 3.22 Sometimes
10. While giving a speech, I get so nervous that I forget facts I know. 3.23 Sometimes
11. My thoughts become confused and jumbled when giving a speech. 3.22 Sometimes
12. When giving a speech, my hands tremble. 3.32 Sometimes
13. While presenting a speech, my heart beats very fast. 3.40 Sometimes
14. I breathe so deeply before starting a speech. 3.45 Frequently
15. Realizing that only a little time remains in a speech makes me tense 3.35 Sometimes
and anxious.
16. When I am nervous, my lips quiver which makes it hard for me to 3.28 Sometimes
express my ideas clearly.
17. When my heart rate is higher than usual due to anxiety, I cannot 3.38 Sometimes
express my ideas clearly and fluently.
18. When I deliver a speech, I make poor eye contact with my audience. 3.27 Sometimes
19. I get nervous and confused when I am speaking English. 3.16 Sometimes
20. I experience considerable anxiety while sitting in the room just before 3.35 Sometimes
my speech starts.
21. I start to panic when I have to speak English without preparation in 3.50 Frequently
advance
22. I am afraid that other students will laugh at me while I am speaking 3.20 Sometimes
English
23. Even if I am very well prepared, I feel anxious about speaking English. 3.48 Frequently
24. I always feel that the other students speak English better than I do. 3.19 Sometimes
25. I tremble when knowing that I am going to be called on to speak 3.46 Frequently
English.
26. I would probably feel comfortable around native speakers of a foreign 3.40 Sometimes
language.
27. The more speaking tests I have, the more confused I get. 3.44 Frequently
28. I have thoughts flashing through my mind that someone could leave the 3.35 Sometimes
room where I’m speaking.
29. I feel doubts about whether the audience understands what I want to 3.31 Sometimes
say.
30. It embarrasses me to volunteer answers. 3.27 Sometimes
Total Weighted Mean 3.32 Sometimes
 23

Legend:

Always Frequently Sometimes Seldom Never

5.00 – 4.21 3.41 – 4.20 2.61 – 3.40 1.81 – 2.60 1.00 – 1.80

The respondents" level of speech anxiety. The results show that the respondents’

speech anxiety level is sometimes with a general weighted mean of 3.32.

The statement “I get nervous and confused when I am speaking English" ranked first in

the lowest mean with an average weighted mean of 3.16, with the descriptive rating of

"sometimes." Furthermore, the statements "I always feel that the other students speak English

better than I do” (WM=3.19)” and “I am afraid that other students will laugh at me while I am

speaking English (WM=3.20)” with the verbal description of “sometimes” ranked second and

third, respectively.

Therefore, this indicates that students fear and are anxious to use and speak English

in communicating and expressing their feelings and ideas, whether they think that their

classmates are better than them or they will laugh at them when they make mistakes in

speaking English in front of the virtual class and virtual classroom discussions and activities. It

is observable that the statements which ranked first and last have the same thought. This

means that speech anxiety is just one of the few problems they encounter during

communication class, but other factors might affect their performance.

When learners experience moderate anxiety, they may skip classes, never volunteer,

neglect to turn in homework, avoid speaking in class, respond in a barely audible whisper, or

sit in the back to minimize the humiliation or embarrassment of being called upon to speak.
 24

PROPOSED INTERVENTION PROGRAM

Level of Speech Anxiety among Students

I. Rationale

Classroom English instruction aims to teach students how to successfully communicate

in English in any situation. It is identified by presenting different teaching strategies and

speaking activities to enable students to participate more actively in conversations. English

language teachers initiate the conversation or select an activity that needs them to

communicate their views to the class in several ways.

The findings of the study entitled "Level of speech anxiety among students: basis for

intervention program" at Ramon Magsaysay Memorial Colleges of Marbel Inc. Koronadal City

by Zynav S. Faciolan, 2023 show that students encountered anxiety in speaking English.

Therefore, recommendations of the study conducted suggest that an intervention plan

must be formulated to address the problems encountered by students in speech. This action,

this intervention plan is believed to educate and provide better understanding and the skills of

the teachers to provide better learning strategies in their teaching.

 25

II. Objectives

1. To lessen the level of speech anxiety among first-year students.

2. To enhance students" confidence in participating and delivering a speech to

different audiences.

3. To demonstrate effective use of communicative strategy in a variety of speech

situations.
 27

Matrix of the Proposed intervention Plan

Level of Speech Anxiety among Students
Identified Objectives Activity Resources Success Indictors
Problems Time Frame Persons Materials
Involved

Get nervous and To value the “Lost and Found” August 2023 Teachers Laptop 100% of the students

confused when functions/ - Direct asynchronous Students Projector will value the

speaking English purposes of messaging (email) 1st sem Whiteboard functions/ purposes of

oral -Game-based chat Word 1st term Microphone oral communication.

communicatio puzzles Chairs

n. -Vocabulary building 9:00-10:00 Table

am

This activity will be able

students to master skills in

communication and develop

confidence in speaking

English.

Identified Objectives Activity Resources Success Indictors

 28

Problems Time Frame Persons Materials

Involved

Afraid that other To design and perform “CAMERA ACTION” August 2023 Teachers Laptop 100% of the students

students will effective oral -Role play Students Projector will be able to

laugh when communication -Collaborative video 1st sem Whiteboard enhanced self-

speaking activities based on annotations 1st term Microphone confidence and

context. -Dyad Chairs participation of

9:00-10:00 Table students in oral

am
This activity will build communication

students self-confidence in

speaking.
 29

Identified Objectives Activity Resources Success Indictors

Problems Time Frame Persons Materials
Involved

Always feel that To demonstrate “Habit” August 2023 Teachers Laptop 100% of the students

the other effective use of -Taped personal Students Projector will be able to

students better communicative -Product-based 1st sem Whiteboard improved speaking

speak English strategy in a variety of asynchronous output 1st term Microphone skills

better speech situations. -microblogs Chairs

9:00-10:00 am Table

This activity will teach the

students to have more

time in demonstrating

strategy to better

speaking.
30
 30

CHAPTER IV

DISCUSSION

This chapter presents the conclusion derived from the conduct of the study, which is to

probe "The Level of Speech Anxiety among Students: Basis for Intervention Program". It also

provides recommendations that future researchers can pursue.

The study was conducted at Ramon Magsaysay Memorial Colleges-Marbel Inc. The

respondents were one hundred thirteen (113) first-year students. They were selected using

simple random sampling. It employed an evaluation research method. The Likert scale to

determine the level of speech anxiety among students was used.

Level of Speech Anxiety among Students

It was found out that speech anxiety among first-year college respondents was

sometimes experienced. It does not mean they do not have anxiety, but the manifestations

occur irregularly. It shows that the most common manifestation or immediate reaction

whenever they are anxious is an elevated heart rate or fast heart rate. Also, the level of

speech anxiety among Ramon Magsaysay Memorial Colleges-MI first-year students is

moderate, which means it is still manageable and treatable.

This was in line with Simanjuntak (2021) throughout this study, it has become obvious

that SMAN 1 Parongpong suffer from significant speaking anxiety, which may hinder their

ability to improve their speaking skills. The researchers conclude that there exist reasons of

speaking anxiety based on their research with ten participants. Both internal and external

factors can cause anxiety. When students are asked to speak English in front of their peers,

they get easily stressed, worried, and insecure. When they talk to their friends and teacher, on

the other hand, they feel more at ease. Although many hurdles or sources make key

informants feel scared to speak English, they have their own methods or efforts to enhance

their speaking competence, such as using technology, notably YouTube, to study English.
 31

They can access various websites from YouTube to learn English, such as watching an

English movie or listening to an English song.

Sundmark (2020) what is obvious from the findings in this thesis is that the problem of

speaking anxiety that might afflict students does not have a single source or rationale within a

group of students. Speaking anxiety can express itself in any English speaker, whether native

or second language speaker. Speaking anxiety can impede progress in public speaking for

various reasons (described below). However, further discussion within an ESL setting is that

students studying and developing their English as a second language may block more anxiety

than native speakers. This additional anxiety may be caused by performing orally in a foreign

language, which distances them from the 'safety' and comfort of their native language. This,

combined with understanding several norms of grammar, language intonation, and sentence

patterns would accentuate any pre-existing speaking anxiety that students may suppress in

their home language but exaggerate while speaking a second language during the learning

process.

Also, more people are afraid of public speaking than anything else. Polls frequently

report that public speaking is the top fear of most adult Americans above bankruptcy, dental

visits, divorce, and death. Although most people dislike public speaking to one degree or

another, it is a necessary skill required by many professions and helpful in almost all business,

educational, and social stations. Effective public speaking skills are a valuable asset that can

help you succeed in various fields, such as law, sales, marketing, and engineering. Contrary to

popular belief, public speaking is not a punishment but a meaningful addition to your toolbox of

skills and abilities. Public speaking has three key advantages: it develops critical thinking

skills, encourages creativity, and plays a key role in leadership (McKay, 2020).
 32

Conclusions

Based on the indicated findings stated in Chapter III, the following conclusions were

drawn:

1. The manifestation of speech anxiety among first-year college respondents was

sometimes experienced. It does not mean they do not have anxiety, but the

manifestations occur irregularly. Whenever they are anxious, the most common

manifestation or immediate reaction is an elevated or fast heart rate.

2. The level of speech anxiety among Ramon Magsaysay Memorial Colleges-MI first-year

students is moderate, which means it is still manageable and treatable.

Recommendations

The result of this study shows that the overall problem of speech anxiety is sometimes.

Hence, the following recommendations are offered to address the respondents’ problem in this

study.

1. To the school. It is recommended that schools should be encouraged and supported

to facilitate experiential learning opportunities that benefit the students" fluency in oral

communication.

2. To the teachers. It is recommended that teachers attend seminar workshops on how

to effectively facilitate the communicative activities that will measure the students'

speaking performance. They may also conduct consultations with the students after

the communicative activities to inform them of their problems with speech

apprehension. In addition, they must also assess the students for further

improvements.

3. To the students. It is recommended that students should actively engage themselves

in the communicative activities designed for them to enhance their speaking

 33

performance because they are using the English Language in the class. They are also

encouraged to use the English language in other subject areas.

4. To future researchers. It is recommended that future researchers are encouraged to

research further the students' speech anxiety in the different year levels of the

institution and to design other possible activities and interventions that will cater to the

problems regarding this study.

 34

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 39

APPENDIX A

Research Instrument
 40

APPENDIX B
Letter of Permission to Conduct Study
 41

APPENDIX C
Letter to Expert Validators
42
43
 44

APPENDIX D
Validators’ Questionnaire Assessment
45
46
 47

APPENDIX F
Summary of Validation of Research Instrument
Ramon Magsaysay Memorial Colleges- Marbel, Incorporated
Prk. Waling-Waling, Arellano St. Zone II, Koronadal City (9506)
Tel No. (083) 228-2880

College of Teacher Education

____________________________________________________________

Average Rating for Research Instrument

Name of Expert Average Rating Description
Validators

FERNANDO P.
LAGRADILLA, MIM 4 Very Good

MARK GIL 4.78 Very Good

LABRADOR, MST

EMILYN W. 4 Very Good

KUYAN, LPT

Average 4.26 Very Good

Legend:
4.50 – 5.00 - Excellent
3.50 – 4.49 - Very Good
2.50 – 3.49 - Good
1.50 – 2.49 - Poor
 48

CURRICULUM VITAE

ZYNAV S. FACIOLAN
Pob. Norala Sot. Cot.
Contact No: 0950-2874-299
Email Add: faciolanzynav@gmail.com
Student #: 2011310361
Personal Information
Age : 22 years old
Sex : Female
Date of Birth : November 28, 2000
Place of Birth : Norala South Cotabato
Nationality : Filipino
Religion : Roman Catholic
Ethnicity : Hiligaynon
Father : Margie S. Faciolan
Mother : Diosdado D. Faciolan

EDUCATIONAL INFORMATION

Elementary : Tomas V. Balayon Sr. Elementary School

: Norala South Cotabato
(2012-2013)

Junior High School : Norala National High School

: Poblacion Norala South Cotabato
(2016-2017)

Senior High School : General Academic Strand

: Norala National High School
: Poblacion Norala South Cotabato
(2018-2019)

Course : Batchelor of Secondary Education Major in English

Tertiary : Ramon Magsaysay Memorial Colleges- Marbel
Incorporated
: Purok Waling-Waling, Brgy. Zone II, Arellano Street,
Koronadal City

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